Potential Abstract: This research article investigates the influence of online counterfactuals on the representation of Creative Commons in the context of neoliberal education. As educational institutions increasingly embrace online platforms and digital technologies, it is crucial to analyze how these tools shape the understanding and utilization of open educational resources (OERs) and Creative Commons licenses. The study aims to shed light on the potential consequences of online counterfactuals, which are hypothetical scenarios that challenge the current narrative surrounding OERs and Creative Commons representation in neoliberal education.
The research employs a mixed-methods approach, combining qualitative analysis with a survey-based quantitative study. The qualitative phase involves in-depth interviews with educators, policy-makers, and education technology experts to understand their perceptions, experiences, and challenges related to integrating Creative Commons into online learning environments. These interviews will also explore the influence of neoliberal ideologies on the representation and adoption of Creative Commons licenses.
Following the qualitative phase, a survey will be administered to a diverse sample of educators to capture a broader understanding of the impact of online counterfactuals on Creative Commons representation. The survey will assess educators’ awareness of Creative Commons licenses, their perceptions of the benefits and barriers associated with adopting OERs, and their understanding of the implications of neoliberal education policies on Creative Commons representation.
The findings of this study will contribute to the existing literature on the intersection of online education, Creative Commons, and neoliberalism. By exploring the impact of online counterfactuals, this research aims to identify potential challenges and opportunities for educators and policymakers seeking to promote open educational practices within a neoliberal educational landscape. Additionally, the study will provide insights into the factors influencing educators’ decisions to adopt or avoid Creative Commons licenses, ultimately informing strategies to enhance the representation and utilization of these licenses in online learning environments.
Potential References:
- Open Access policy in the UK: From neoliberalism to the commons
- Commodification of the information profession: A critique of higher education under neoliberalism
- Online Learning and the Education Encounter in a Neo-Liberal University: A Case Study.
- Disaster capitalism, rampant edtech opportunism, and the advancement of online learning in the era of COVID19
- The commons against neoliberalism, the commons of neoliberalism, the commons beyond neoliberalism
